Teaching, Learning & Assessing Science - Using a variety of approaches

Improving Science Education 5-14

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Interactive Guidelines -
Teaching, Learning & Assessing Science

Using a variety of approaches Back to Introduction
The use of a range of teaching methodologies is essential when teaching science. These may range from pupils undertaking individual tasks, working in groups on a task or solving a problem, to whole-class teaching. The range of methods available to the teacher and their use will depend to an extent on the resources available, the space available, the activities that are planned and the purpose of the learning.

Using different interactions to match different purposes and outcomes Using flexible work groupings :-
Whole-class

Small-group
(ability, mixed ability, gender)

Individuals
Skilful questioning Managing your time in order to observe, circulate, respond, intervene

Using different interactions to match different purposes and outcomes by :-

- structuring learning into manageable chunks by drawing pupils together to gather evidence and ideas as learning progresses, and summarising at appropriate points to draw together the key ideas

- keeping teacher-talk concise, clear and brief, paying particular attention to the opening and closing of lessons or pieces of work

- using a variety of interactions such as informing, describing, explaining, demonstrating, coaching, questioning and listening through direct interaction with the class, groups and individuals

- allowing time for pupils to be actively involved in their learning and to experience the excitement of finding out for themselves

- allowing time to reflect on what they have learned and to have opportunities to apply this new knowledge or understanding.

Using flexible work groupings by planning opportunities for teaching whole-class, small groups (ability, mixed-ability, gender) and individual pupils, thus allowing pupils to work under direct teacher supervision, collaboratively or independently.

Whole-class work can be useful for :-

- introducing a new topic or idea, e.g. 'How does electricity get to where it is needed?'

- demonstrating some practical method, e.g. how to use a thermometer preparing and discussing with pupils different approaches to an investigative task, e.g. 'How might we be able to find out where woodlice like to live?'

- providing background information for an activity, e.g. explaining the safety issues when doing an investigation related to light and mirrors

- drawing the activities to a conclusion, e.g. 'What have we found out in this investigation?'

- allowing groups to report back to the whole class, e.g. each group describes what they saw on their outdoor classroom walk

- exploring opportunities for further investigations, e.g. 'How might we make a circuit for an electric buzzer?'

Small-group work (ability, mixed ability, gender) can be useful for :-

- working on the same activity under direct teacher supervision and direction

- rotating round a number of different activities each group

- working on independent activities that contribute to the overall theme or investigation

- allowing different groups to work on different investigations

- encouraging collaborative approaches to investigations.

Individual work can be useful for :-

- allowing pupils to explore their own ideas and interests at their own pace

- using different interactions to match different purposes and outcome

- being aware of differences among learners, e.g. learning styles, pace of learning, but still enabling pupils to work on their own problems as far as is possible and encouraging them to pose and investigate their own questions.

Skilful questioning

- this should involve more open questions requiring higher-order thinking skills such as reasoning, predicting, interpreting and arguing a point of view. - allows adequate time for thinking and responding (3-5 seconds is ideal), ensuring that all pupils have an opportunity to respond.

Managing your time in order to observe, circulate, respond, intervene by :-

- being available to interact with pupils as they undertake tasks in order to observe, respond to questions and queries and to monitor progress.

Interactive Guidelines - Teaching, Learning & Assessing Science
Using a variety of approaches Back to Introduction The use of a range of teaching methodologies is essential when teaching science. These may range from pupils undertaking individual tasks, working in groups on a task or solving a problem, to whole-class teaching. The range of methods available to the teacher and their use will depend to an extent on the resources available, the space available, the activities that are planned and the purpose of the learning.
Using different interactions to match different purposes and outcomes	Using flexible work groupings :- Whole-class Small-group (ability, mixed ability, gender) Individuals	Skilful questioning	Managing your time in order to observe, circulate, respond, intervene

Skilful questioning
- this should involve more open questions requiring higher-order thinking skills such as reasoning, predicting, interpreting and arguing a point of view.	- allows adequate time for thinking and responding (3-5 seconds is ideal), ensuring that all pupils have an opportunity to respond.